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| Home > JCE Print > Journal of Chemical Education > Issues >
1998
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October
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Research: Science and Education
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Focus Groups and Exit Interviews Are Components of Chemistry Department Program Assessment
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Joseph H. Dreisbach
Department of Chemistry, University of Scranton, Scranton, PA 18510-4626
Thomas P. Hogan and Anne Marie Stamford
Assessment and Institutional Research Office, University of Scranton, Scranton, PA 18510-4629
John W. Greggo
Department of Counseling and Human Services, University of Scranton, Scranton, PA 18510-4523
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October 1998
Vol. 75 No. 10
p. 1330
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| Abstract |
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The Chemistry Department, in conjunction with the Assessment and Institutional Research Office (AIRO) and the Department of Counseling and Human Services developed an assessment plan which incorporates use of focus groups and exit interviews. As part of the five-year departmental review, a number of student focus groups were facilitated to evaluate (a) the freshman and sophomore organic chemistry programs which also service other departments and (b) the upper division lecture and laboratory program for majors. Use of direct conversation in program assessment yields less ambiguous results compared with other methods because responses can be clarified with careful follow up questions. Success of this project gave rise to use of annual exit interviews with graduating seniors from the chemistry department. The approach described can easily be modified to meet the needs of any academic setting.
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| More Information |
 Citation |
Dreisbach, Joseph H.; Hogan, Thomas P.; Stamford, Anne Marie; Greggo, John W. J. Chem. Educ. 1998 75 1330.
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Keywords |
chemical education research (CER), curriculum, administrative issues
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History |
Created:
Last Updated: |
June 21, 1999
June 24, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
1998
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October
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1330
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